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Objectives This study aims to understand the status of financial education for enhancing financial literacy by analyzing the achievement standards related to financial education in the 2015 special education curriculum. It also seeks to explore implications for curriculum development and future studies. Methods The OECD International Network on Financial Education(OECD/INFE) framework of core competencies on financial literacy for youth was used as a tool to analyze the achievement standards. The target subjects of integrated subjects, math, social studies, practical studies, and career and occupation were selected based on previous studies. Researchers analyzed them respectively according to the agreed criteria. Results As a result of the analysis, most of the achievement standards related to financial education were found in elementary school achievement standards. From the analysis by subject, many achievement standards were related to math at the elementary school level and social studies at the middle and high school levels. Lastly, the results by the financial literacy area showed that a significant portion of the achievement standards were related to money and transactions. It was found that more than half of all achievement standards were related to two subjects: money and payment and purchase. Conclusions From the study findings, a significant portion of achievement standards were unevenly distributed across school levels, subjects, and the area of financial literacy. Based on these results, implications for curriculum development and future studies are discussed.
Kim et al. (Tue,) studied this question.